초록
영어
The present research investigated university students' affective reactions to communicatively oriented classroom tasks when they were required to engage themselves in classroom learning activities and demonstrate communicative competence in English. To gain some insight into students' affective reactions to communication in English, the researcher conducted interviews with the respective EFL respondents. Three main themes that transpired from data collected were found to have negatively affected students' engagements in communication-based classroom tasks: (1) lacking self-confidence; (2) saving face through reticence; and (3) feeling apprehensive about speaking and writing. Based on the findings, some instructional suggestions pertaining to treatment interventions were finally addressed. (Kyungnam University)
목차
1. Introduction
2. Literature review
2.1. Conceptualization of communicative competence
2.2. Affective threats to in-class communication in English
3. Methodology
3.1. Participants
3.2. Procedure
3.3. Data analysis
4. Findings and discussion
4.1. Lacking self-confidence
4.2. Saving face through keeping silent
4.3. Producing apprehension
5. Conclusions
References